Electronic Theses and Dissertations

Angelo Marade

Date

2021

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

Committee Chair

Wendy Griswold

Committee Member

R. Eric Platt

Committee Member

Edith Gnanadass

Committee Member

Colton Cockrum

Abstract

AbstractThis qualitative grounded theory approach study examined the process of academic advising in community colleges in the United States. The purpose of this research study was to gain a better understanding of the process of advising adult learners in community colleges. Because of academic advisors unique positions, that is, they actively advise adult learners in community colleges, a goal of this research study was to gain a better understanding of the process of advising adult learners in community colleges from community college advisors themselves. Accordingly, eight currently active community college academic advisors who advise adult learners aged 25+ years were recruited to participate in this study. Data collection took place via interviews. A total of fourteen interview questions were designed for the study. The questions designed for this study addressed academic advisors views in regard to their training, their advising techniques, their advising experiences, and their views pertaining to the advising of adult learners moving forward. Findings from this study suggests that the distinctness of adult learners as a population of students in community colleges requires academic advisors who are aware of the academic and non-academic challenges adult learners can typically experience. Findings from the study also suggests that an advisors willingness to attend to cognitive aspects of adult learners community college experience, including matching skills levels with coursework levels, can enhance adult learners academic success. Finally, behavioral style aspects of academic advisors can affect the academic advising process of adult learners in todays community colleges.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

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